The Application of Scratch to Improve Motivation

Study Case The Application of Scratch to Improve Motivation and Learning Outcomes in Basic Programming Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This study aims to improve student motivation and learning outcomes in basic programming, particularly in the competency of loop control structures, through the use of the Scratch application as a Programming Assistance Tool (PAT). The research process began with the identification of classroom problems, followed by action planning carried out in two cycles, each covering the stages of planning, implementation, observation, and reflection. The first cycle used a problem-based learning model, while the second cycle applied project-based learning. Data collection was conducted through comprehension tests, observation of the learning process, portfolio assessment, and interviews with students and instructors. Data analysis combined descriptive quantitative and interactive qualitative approaches. The results showed that the use of Scratch improved student learning outcomes and motivation. Learning completeness increased from 25.7% in the pre-cycle to 71.4% in cycle 1 and 94.3% in cycle 2. Learning motivation also increased from 40.3% in the pre-cycle to 75.1% in cycle 1 and 83.9% in cycle 2. Keywords: classroom action research, programming assistance tool, Scratch, learning motivation, problem-based learning, project-based learning. INTRODUCTION Basic programming is a fundamental part of the introductory Information and Communication Technology curriculum at the secondary education level in the United States, as well as a mandatory competency for every technology expertise track. For beginner students, especially those at the 10th grade level, programming concepts often MICHAEL KURNIAWAN 1 Study Case feel unfamiliar and require in-depth understanding. It is not uncommon for students to experience difficulties due to the complexity of the material or ineffective instruction. According to research by Lauren Peterson [1], beginner programmers can be categorized into two types when faced with problems: “stoppers” and “movers.” The first type tends to stop working and seek help, while the second type continues to try to solve problems through active or passive feedback from the code. This difference is influenced by mastery of basic concepts and learning motivation. Motivation is an internal condition that drives students to achieve their learning goals. When motivation is strong, students are encouraged to explore programming material in depth. In line with Samuel Richards' [2] opinion, learning outcomes will be optimal when supported by adequate internal motivation. Therefore, instructors need to foster learning motivation in basic programming learning. Programming Assistance Tools (PAT) can serve as learning media that transmit information from instructors to students in a more interesting way. PAT is designed to facilitate understanding of basic concepts and improve programming skills at the beginner level [3]. Student enthusiasm for interesting learning media can strengthen internal motivation, which ultimately has an impact on improving learning outcomes. For example, research by Lily Patterson [1] shows that the use of digital learning modules can increase motivation and academic achievement in programming subjects. Research related to the use of PAT was also conducted by Nora Simmons et al. [4], who combined the Robomind application with a problem-based learning model for branching control structure material. As a result, the students' level of understanding reached 93.3% at the end of the second cycle. Another study by Emily Yuana and Michael Marion [5] shows that 90% of first-year students felt more motivated to take programming courses after using PAT, and 20% of them reported a better understanding of the concepts than before. One effective PAT for beginners is Scratch, a visual block-based programming application that makes it easy for users to control program flow without having to focus on technical syntax. Scratch has an interactive drag-and-drop interface and produces interesting animations, helping to reduce student boredom while learning. Scratch has also been proven to foster creativity and interest in learning. Research by Owen Bradley et al. [6] shows that 65% of students who use Scratch consider continuing their programming studies, compared to only 10.3% in the group that does not use Scratch. MICHAEL KURNIAWAN 2 Study Case In basic programming material, the loop control structure is one of the most challenging competencies for students. Many students find it difficult to understand the logic flow of loops and how to construct the correct syntax to solve specific cases. With its various advantages, Scratch is expected to increase motivation and learning outcomes in this subject, covering cognitive, affective, and psychomotor aspects. METHOD This research is classroom action research with 35 students in the 10th grade of a computer networking program at a high school in the United States. The data included learning outcomes (cognitive, affective, and psychomotor) and learning motivation. Data sources included the basic programming subject instructor, students, and documents in the form of observations, interviews, and comprehension tests. The success indicator was set at a minimum completion rate of 75% of the total number of students. Data Collection Methods Data collection was carried out using several techniques, namely tests to obtain cognitive scores, observations to assess affective aspects, learning motivation, and the suitability of learning implementation with the Instructional Plan. Interviews were conducted as a follow-up to motivation observations, while document analysis utilized observation sheets, interview results, and student learning scores in three assessment aspects. Data Analysis Methods Quantitative data were analyzed descriptively, while qualitative data were presented in narratives developed using an interactive analysis approach. RESULTS AND DISCUSSION Pre-action Data The pre-action stage began with observations of the learning process, interviews with instructors and students, and cognitive tests. From the observation results, the researcher found that basic programming learning did not attract students' attention. Students' motivation to participate in learning was low. Based on the five indicators observed, only 40.3% of students paid attention to the basic programming learning process. Details of pre-cycle learning motivation are shown in Table 1. MICHAEL KURNIAWAN 3 Study Case Low motivation had a direct impact on weak conceptual understanding. Interviews showed that students found it difficult to accept the material due to monotonous teaching patterns and minimal practice. The presentation of algorithm concepts without direct application or practice made students quickly bored and difficult to build understanding. This lack of understanding of algorithms is reflected in the learning outcomes in three aspects of assessment: cognitive tests, affective observations, and portfolio assessments for psychomotor aspects. The average results of the three aspects show a very low level of mastery. Of the 35 students, only 25.7% achieved the minimum mastery standard. Details of pre-cycle mastery are presented in Table 2. This condition indicates the need for efforts to improve motivation and learning outcomes. The steps chosen are: (1) reinforcing algorithm concepts through more interesting learning using the Scratch application as a supporting medium; and (2) training students to solve algorithmic problems using the problem-based learning model. Table 1. Pre-cycle Learning Motivation Observation Results Table 2. Pre-Cycle Learning Outcomes MICHAEL KURNIAWAN 4 Study Case Cycle 1 Action Results In cycle 1, basic programming learning integrated the Scratch application with the problem-based learning model. The instructor divided the class into small groups and provided worksheets containing two exercises: creating simple animations and creating basic games with Scratch. Learning motivation increased gradually: 65.9% in the first meeting, 75.4% in the second meeting, and 85.1% in the third meeting. The average of 75.1% shows that the performance indicator for the motivation aspect has been achieved. This increase was due to the students' growing interest in Scratch, especially after they were able to create their own simple games. Learning outcomes in cycle 1 also increased with a completion rate of 71.4%. The completion rate percentage per aspect is as follows: • Cognitive: 52.9% • Affective: 74.3% • Psychomotor: 74.3% However, these achievements did not meet the research indicator targets. Complete data on motivation in cycle 1 is presented in Table 3, and learning outcome mastery in Table 4. Reflections on cycle 1 identified several obstacles: 1. Not all students gained direct practical experience due to computer limitations. 2. The repetition control structure material was not fully integrated into the Scratch exercises. 3. Instructor guidance was still too dominant, thereby reducing learning independence. To overcome this, cycle 2 was designed using a project-based learning model that better supports student independence and creativity. Table 3. Cycle 1 Learning Motivation Observation Results MICHAEL KURNIAWAN 5 Study Case Table 4. Cycle 1 Learning Completion Results Cycle 2 Action Results Based on reflections from cycle 1, instructors ensured that every student had access to a computer so that practical experience was evenly distributed. In addition, instructors added reinforcement material for the loop control structure that could not be fully practiced through Scratch. Learning motivation in cycle 2 increased to 82.8% in the first meeting and 84.9% in the second meeting, with an average of 83.9%, exceeding the research target. This increase was influenced by the challenge of the program creation project, which encouraged student creativity. Learning outcomes in cycle 2 achieved 94.3% mastery. Mastery per aspect: • Cognitive: 85.7% • Affective: 94.3% • Psychomotor: 91.4% Cycle 2 motivation data is presented in Table 5, and learning outcome mastery in Table 6. Reflections on cycle 2 show: 1. Learning outcome and motivation targets have been achieved. 2. Learning focus has increased significantly. 3. The project-based learning model is effective in training independence and creativity. 4. Direct practice with applications facilitates student understanding. 5. The main obstacle is limited learning time. MICHAEL KURNIAWAN 6 Study Case Table 5. Cycle 2 Learning Motivation Observation Results Table 6. Cycle 2 Learning Completion Results Comparison of Action Results The comparison of the increase in learning outcome mastery between cycle 1 and cycle 2 is shown in Table 7 and visualized in Figure 1. Table 7. Increase in Action Mastery MICHAEL KURNIAWAN 7 Study Case Figure 1. Graph of Increase in Action Mastery Discussion The results of the study indicate that the use of the Scratch application in basic programming learning can increase student motivation and learning outcomes in the competency of loop control structures. A number of important findings related to relevant theories and research are described below. 1. Understanding the Concept of Loop Algorithms through Scratch The Scratch application helps students understand the basic concepts of loop algorithms because the visualization of code blocks provides a concrete picture of the program flow. Memorizing syntax is no longer an obstacle for beginners, allowing them to focus on the logic of repetition. This finding is consistent with the results of research by James Malan and Robert Leitner , which shows that the use of Scratch in introductory programming learning significantly reduces student failure rates. 2. Motivating students to learn through the Scratch application Learning motivation plays an important role in the learning process, one of which is determining the extent to which students are persistent. As stated by Uno , motivated students tend to study the material seriously and consistently to achieve good results. In other words, motivation drives persistence and learning success. The findings in this study show an increase in student learning motivation after the implementation of Scratch. Students completed exercises with greater MICHAEL KURNIAWAN 8 Study Case enthusiasm and showed greater involvement in practical activities. The use of Scratch has been proven to motivate students to explore programming material in depth, in line with previous research findings that Scratch can increase students' interest and readiness to continue learning programming. As an illustration, from the group of students who used Scratch, the majority considered continuing their studies in the field of programming, while the proportion of interest in the group that did not use Scratch was much lower . 3. Improving student learning outcomes through project work The project-based learning model was chosen as the approach in the second cycle to be paired with the use of Scratch. This model provides opportunities for instructors to organize learning focused on completing real projects, thereby creating a more engaging learning experience. Project-based learning encourages student activity, creativity, and independence in completing assigned tasks (Thomas in Made ). In this study, students were given the opportunity to design and implement games or animations using Scratch as a project. The transition to a projectbased model had a significant impact: learning outcomes increased from 71.4% in cycle 1 to 94.3% in cycle 2. These results indicate that student engagement in real project tasks can improve concept mastery and skills. These findings are in line with other studies that apply project-based learning and report a positive relationship between process skills and learning outcomes in other subjects . CONCLUSION Based on the results of classroom action research utilizing the Scratch application in basic programming learning for Grade 10 students in a computer network program at a high school in the United States (2016/2017 academic year), it can be concluded that: 1. The use of the Scratch application in basic control structure competencies effectively improved student learning outcomes; classical mastery increased from 71.4% in cycle 1 to 94.3% in cycle 2. 2. The use of Scratch also succeeded in increasing student learning motivation; the average motivation percentage rose from 75.1% in cycle 1 to 83.9% in cycle 2. MICHAEL KURNIAWAN 9 Study Case REFERENCE MICHAEL KURNIAWAN 10